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Lyles, Chelsea Haines. "The Relationship Between Responsibility Center Management, Faculty Composition, and Faculty Salaries." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99056.
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In 2006–2007 ten public universities were utilizing responsibility center management (RCM), and that number increased to 24 in 2014–2015 (Jaquette, Kramer, and Curs, 2018), but little is known about the relationship between the implementation of RCM, faculty composition, and faculty compensation. Inequities in faculty composition and salaries exist based on gender and race/ethnicity. My study explored whether the implementation of RCM, an increasingly popular budget model in public higher education, was associated with further faculty salary and compositional inequities by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. This quantitative study examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities based on the 2015 Basic Carnegie Classification. I used difference-in-difference estimation to compare institutions that implemented RCM (treatment group) to institutions that did not (control group) to determine whether there were differences in salary and proportional trends for assistant professors by gender and by gender and race. In addition, I explored engineering in a specific set of analyses because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity at universities within the sample. Finally, the annual salaries of a subset of assistant professors of engineering within the sample of doctoral institutions in the treatment and control groups in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation between FY2012 – FY2017 had a significant effect on average institutional salary generally or by gender or race/ethnicity for assistant professors broadly or within engineering, specifically. Lacking a comprehensive dataset with institutional and individual predictors of faculty compensation and composition, and as RCM models vary among institutions, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes in faculty composition or compensation practices, I did not find evidence that RCM implementation had a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty composition or faculty compensation at public, doctoral universities.Doctor of Philosophy
My study explored whether the implementation of responsibility center management, an increasingly popular budget model at public universities, was associated with differences in faculty salary and faculty numbers by gender and race/ethnicity. Deans, as heads of revenue centers under RCM, have increased budgetary power and decision-making responsibility. Organizational justice theory, specifically the tenets of distributive justice and procedural justice, grounded this study by connecting the implementation of RCM to the diffusion of decision-making throughout the organization and potential association with inequities in faculty composition and faculty compensation. I examined the relationship of RCM with institutional average salary and numerical proportions of assistant professors on the tenure track at public, doctoral universities. I compared institutions that implemented RCM to institutions that did not to determine whether there were differences in salary and proportions for assistant professors by gender and by gender and race/ethnicity. In addition, I explored engineering because it has been cited as a field that should especially benefit from an RCM budgeting approach. I compared the change in proportions of assistant professors of engineering by gender and by gender and race/ethnicity. Finally, the annual salaries of assistant professors of engineering at two universities in Ohio were compared. Across these different analyses, I did not find evidence that RCM implementation had a significant effect on salary or proportions of assistant professors; however, as my study had lots of limitations, and as RCM models vary among universities, these findings should be interpreted cautiously. As RCM did not appear to be associated with any changes, I inferred that RCM implementation did not have a significant impact on the procedural justice (i.e., decision-making criteria and processes of deans or department heads) or distributive justice (i.e., salary amounts or proportions of who was hired by gender and race/ethnicity) of faculty salary or proportions at public, doctoral universities.
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Mitchell, Neisha N. "Faculty Perceptions of the Teaching and Learning Center on Faculty Development: A Descriptive Study." Thesis, NSUWorks, 2015. https://nsuworks.nova.edu/fse_etd/12.
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This study was designed to obtain an increased understanding of faculty members’ perceptions of faculty-development activities offered by the Teaching and Learning Center (TLC) at one location of a multicampus, regionally accredited, private, nonprofit university. This study was necessary to help with administrative and academic decisions regarding faculty development. The first of the four research questions addressed participants’ perceptions of the TLC’s professional development through workshops to prepare and assist faculty with teaching. The second research question addressed participants’ perceptions of their mentoring experience to support faculty members during their initial teaching assignments. The third and fourth research questions addressed the influence of experience and demographic factors on participants’ overall perceptions of activities offered by the TLC.
Survey methodology was utilized to obtain quantitative data. Because the researcher designed the instrument, the questionnaire utilized was validated by a formative and a summative committee and pilot tested. The instrument included questions that were formatted and ordered to address each of the research questions. The first sequence of questions addressed the first research question and offered an opportunity for comments on the overall TLC experience. The second sequence of questions addressed the second research question and allowed an opportunity for comments on mentoring. The third sequence of questions addressed the third and fourth research questions.
Data were analyzed using descriptive and inferential statistics. The analysis revealed that respondents’ perceptions of the TLC were positive; it adequately prepared them for initial teaching assignments at the university. However, respondents’ comments indicated the need for a variety of topics they would like to have presented at workshops. Participants’ perceptions of mentoring experiences were mixed; however, there was a general indication that there were problems with mentoring experiences and relationships that needed to be addressed. Analysis also indicated that demographic and experience factors had very little impact on respondents’ perceptions of the TLC workshops and mentoring.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes October 3, 2011." University of Arizona Faculty Senate (Tucson, AZ), 2011. http://hdl.handle.net/10150/189569.
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Spencer, Norrine Bailey. "The Impact of academic advising center interventions on freshmen." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54430.
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Despite the fact that over one-third of all colleges and universities have an advising center staffed by non-faculty, current research does not include systematic investigations of the impact of routine interventions of advising centers. The purpose of this study was to assess such an impact on freshman academic achievement, involvement in the university, and certain developmental outcomes.
From a population of 628 freshman business students, 300 were randomly selected and assigned to three groups. Each group was randomly assigned to one of three treatments: a traditional advising center, an additional three interventions during the first term, or an additional six interventions during the first two terms. Academic persistence, progress and grade point averages were collected for each student. From the 260 students still enrolled at the beginning of the third term, 175 (67.3%) usable responses to the College Student Experiences Questionnaire (CSEQ) and the Advising Survey Form (ASF) were analyzed.
Analysis of variance yielded no significant differences among the three groups in the three areas of academic achievement, involvement in the university, and developmental outcomes. However, the group receiving interventions for one term had the highest scores on five of the six ASF advising outcomes scales. Orthogonal contrasts between the no- intervention group and the two intervention groups yielded one unanticipated significant difference: the no-intervention group was more persistent than the two receiving interventions. Further orthogonal contrasts between just the two intervention groups yielded no significant differences. The number of student-initiated visits to the advisor did not appear to be a contributor to the impact; such visits had significant negative correlations with only academic progress and grade point average.
A loglinear logit model used to compare the responses to the six interventions yielded a significant difference among the interventions on perceived caring from the advisor and effectiveness of the intervention. Although all interventions elicited high levels of perceived caring, the first intervention, an introductory call, elicited less than expected. Also, although all the interventions were largely perceived as effective, the second, a registration meeting, was found even more effective than the others. Perceived caring increased across the two terms, and second-term interventions were more effective than first-term interventions. Analysis of variance indicated that the follow-up calls made to obtain these evaluations did not have a significant effect on the impact on academic achievement, involvement in the university, and certain developmental outcomes.Ph. D.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 26, 2015." University of Arizona Faculty Senate (Tucson, AZ), 2015. http://hdl.handle.net/10150/344282.
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Ransom, Whitney. "Faculty and Student Perceptions of the Effects of Mid-Course Evaluations on Learning and Teaching." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3169.pdf.
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Ferreira, Catarina Elena Ferreira. "Revisitar o Castelinho." Master's thesis, Universidade de Lisboa. Faculdade de Arquitetura, 2015. http://hdl.handle.net/10400.5/10816.
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Boudreaux, Kyle. "The Current State of Professional Development for Higher Education Faculty: An Examination of Four-Year, State Supported Universities in Texas." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1538647/.
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This mixed methods study examined professional development for higher education faculty members at four-year, state supported universities in Texas and the perceptions of professional development leaders at these institutions. The quantitative data was generated through an electronic survey aligned to the second iteration of the technology acceptance model while the qualitative data was generated through semi structured interviews with those that participated with the survey. Univariate analysis was performed on the survey data and the qualitative data was categorized using pattern coding. Limitations and future recommendations were also discussed.
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Barkenbush, Mark Joseph 1962. "A database system for managing the clinical activity of the faculty and residents of the Department of Anesthesiology at University Medical Center." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276636.
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A computerized data base system for managing clinical activity of faculty and residents has been developed and tested in The Department of Anesthesiology, University Medical Center, Tucson, AZ. Using d-Base III+ and an IBM PC AT the system provides the department residents with tabulated data on a monthly and year-to-date basis, which can be easily transposed onto annual clinical activity reports required by The American Board of Anesthesiology. The system maintains a clinical activity history for the faculty, which allows for equitable work scheduling. The system also tabulates anesthesia equipment usage and problems. The system has been in operation since October, 1987 with residents and faculty receiving clinical activity reports on a monthly basis. System operation requires 10 to 12 hours of secretarial time weekly.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes May 1, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/625406.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes December 4, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626507.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/626195.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.
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Valová, Alena. "Městská knihovna v Přerově." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2012. http://www.nusl.cz/ntk/nusl-215896.
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The aim of this project is to properly implement the new library building in the territory. It also brings new value for the people of the borough. With the integration of library functions improves the life of the borough.
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Kraska, Beverly Rzeminski. "Cooperative Research Center Directors: Importance and Satisfaction of Factors in the Work Environment Related to Organizational Performance." Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc332179/.
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This study explored the importance attached to and the degree of satisfaction with 53 job aspects in the work environment of cooperative research center directors. A survey instrument was mailed to the 105 individuals identified as directors of research units that are (a) committed to multidisciplinary or engineering research, (b) organized as integral units of a university, and (c) supported and funded by industry and other sources. Responses were categorized into two groups: directors involved in NSF (National Science Foundation) Industry/University Cooperative Research Centers (I/UCRC), and directors involved in other types of cooperative research endeavors. A 69% response rate was obtained.
One purpose of this study was to measure: (a) factors that influence job satisfaction; (b) factors likely to influence center performance; and (c) success factors in industry/university cooperative research. This study was also designed to: (a) compare job attitudes between the two groups of directors; (c) determine the relationship between measures of importance and satisfaction for each group; and (d) develop predictive models of centers' performance using collected data;
Directors assign a high degree of importance and a low degree of satisfaction to the majority of the job aspects; and they tend to be somewhat dissatisfied with those factors they consider most important in their work environment. Directors in the NSF I/UCRC group rated factors related to professional activities and industry/university interactions as significantly more important. In developing models to predict the total operating budget and the number of industrial members at a center, combinations of importance and satisfaction ratings were found to be significant factors.
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Šimoník, Luděk. "Dostavba objektů určených pro FA a FaVU VUT Brno v areálu Údolní." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2017. http://www.nusl.cz/ntk/nusl-316311.
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Coberly, Beth Marie. "Faculty Satisfaction and Orgnizational Commitment with Industry-University Research Centers." NCSU, 2004. http://www.lib.ncsu.edu/theses/available/etd-08052004-152228/.
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Faculty are an important part of cooperative research centers. However, their decision to become involved in a center is entirely voluntary. A center?s success is dependent on both the recruitment and retention of top-notch faculty. Knowing what contributes to a faculty member?s satisfaction, commitment, and ultimately decision to remain in the organization should be a high priority for center management. The purpose of this study was to examine the concepts of satisfaction and organizational commitment as they pertain to faculty involved in industry-university research centers. A model, which included the variables of intrinsic rewards, extrinsic rewards, satisfaction, commitment, and retention cognitions, was proposed. Data were collected from faculty at industry-university research centers nationwide via an Internet survey. Results showed support for the proposed model. In particular, the model shows that satisfaction is a significant predictor of commitment. Both intrinsic and extrinsic rewards were significant predictors of satisfaction. Intrinsic rewards also had a direct effect on commitment. Both satisfaction and commitment have a significant direct effect on retention cognitions. Implications of the model results for centers are discussed.
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Pesce, Jessica Rose. "Professional Development for Teaching in Higher Education: Faculty Perceptions and Attitudes." Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104134.
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Thesis advisor: Karen D. ArnoldFaculty members in higher education typically have been trained in their subject matter but not in pedagogy (Austin, 1992; Healey, 2000). With increased concerns over the rising cost of college, traditional institutions of higher education face scrutiny and external challenges to their stability. Higher education groups and the public at large have called into question the teaching skills and preparedness of faculty members (Altbach, 2011), often criticizing their lack of interest in teaching and preference for research (Advisory Committee to the National Science Foundation, 1996). As a result, a growing number of institutions have developed means for supporting and enhancing teaching on campus. Despite studies that demonstrate the effectiveness of such programs (Coffey & Gibbs; 2001; 2004; Van Note Chism & Szabo, 1998), faculty participation in professional development for teaching remains low (MacKinnon, 2003; Sorcinelli, 2006). This mixed-methods study uses survey and interview data from full-time faculty (n = 432) at two research-intensive universities in the Northeastern United States to determine their attitudes and preferences regarding professional development for teaching in order to increase participation rates. Statistical tests showed significant differences by demographic groups; female and non-tenure track faculty are more likely to attend professional development, more likely to view it positively, and more likely to feel it is undervalued on campus. No significant differences were found by discipline or institution. Semi-structured, follow-up interviews were conducted with 11 faculty members. The findings showed that faculty perceive that their institutions do not value teaching. With limited time, faculty feel compelled to prioritize research over teaching, despite wanting to devote more attention to teaching. Other issues they discussed were: work-life balance, lack of preparation for teaching in graduate school, preferred topics and formats for programs, messages received from the administration, and the desire to collaborate with other faculty. The findings are analyzed using Bronfenbrenner's (1979; 1993; 1995) ecological systems theory to develop a full picture of faculty members' ecologies. The study concludes with recommendations for program facilitators, administrations, and future research
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Goranflo, III Richard John. "Faculty Job Satisfaction and Morale in Biomedical Research." PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/3773.
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High faculty morale and job satisfaction are vital for optimum performance and important to the quality and vitality of the academic enterprise. However, research on faculty morale and job satisfaction has historically been limited to faculty at traditional comprehensive institutions and specific professional programs. Faculty who conduct biomedical research at academic health centers experience substantial differences in employment expectations and how they are funded than other faculty. The purpose of this study was to explore how personal and professional factors contribute toward positive morale and job satisfaction for faculty in biomedical research programs at one academic health center. This qualitative study used individual semi-structured interviews to explore work-life aspects associated with self-reported levels of morale and job satisfaction. Results from this study indicated that biomedical research faculty enjoy their work and highly value collaborating with their colleagues. The persistent need to fund at least half of their salaries through soft money, the loss of valued colleagues due to turnover, and a lack of identity with their institution decreases job satisfaction. It was also found that job satisfaction is expressed differently by gender and length of employment at one's current institution. Female faculty expressed feelings of limited support for those raising families while faculty employed longer expressed lower satisfaction than those recently hired. Better understanding of what influences job satisfaction and morale for this population will help academic health centers further support their research faculty as well as increase positive faculty identification with the institution.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 3, 2014." University of Arizona Faculty Senate (Tucson, AZ), 2014. http://hdl.handle.net/10150/336522.
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Farnsworth, Shane Justin. "Principal Learning-Centered Leadership and Faculty Trust in the Principal." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/5514.
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Principals are increasingly held accountable for student achievement outcomes. Existing research has found principal leadership indirectly affects student achievement (Leithwood, Louis, Anderson, & Wahlstrom, 2004). Principals face a problem when they are accountable for achievement outcomes and are dependent upon others and other variables to achieve those outcomes. Consequently, principals will benefit from a richer understanding of how their leadership indirectly affects student achievement. Using the Vanderbilt Assessment of Leadership in Education (VAL-ED) measurement of principal learning-centered leadership (Goldring, Porter, Murphy, Elliot, & Cravens, 2009) and the Omnibus T-Scale measurement of faculty trust in the principal (Hoy & Tschannen-Moran, 2003), researchers sought to better understand the relationship between the perceived learning-centered leadership of principals and faculty trust in those principals. Teachers from 59 schools in a suburban district in the Rocky Mountain region of the United States were surveyed to measure their perception of the learning-centered leadership of their principal and the faculty's trust in their principal. The data from these surveys were analyzed using bivariate and multiple linear regression analyses to determine relationships between these two variables and other significant control variables. Principal learning-centered leadership was significantly and positively related to faculty trust in the principal; principals in this study with higher learning-centered leadership scores had higher faculty trust in principal scores. The R2 was .609, indicating that approximately 60% of the variance in faculty trust in the principal was attributable to the principal's learning-centered leadership, school grade, and principal gender. Additionally, for the principals in this study every unit increase in perceived learning-centered leadership scores resulted in a 1.11 increase in faculty trust in the principal scores. The significance of the relationship was even stronger in schools with a C academic achievement grade. In C graded schools, every unit increase in principal learning-centered leadership scores resulted in a 2.31 increase in faculty trust in the principal scores. Principals with higher levels of learning-centered leadership were rewarded with higher levels of faculty trust. The influence of learning-centered leadership on faculty trust in the principal was even stronger in schools labels lower in academic achievement. Principals seeking to influence the trust their faculty places should engage in those leadership practices associated with learning-centered leadership.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes November 4, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/306182.
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This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.Minutes originally posted on Dec. 3rd, 2013; correction made to minutes and reposted on Feb. 3rd, 2014.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes April 1, 2013." University of Arizona Faculty Senate (Tucson, AZ), 2013. http://hdl.handle.net/10150/288664.
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Taylor, Melba L. "A Qualitative Study of Four University Teaching and Learning Centers: Activities, Funding, and Evaluation of Professional Development for Faculty." Digital Commons @ East Tennessee State University, 1998. https://dc.etsu.edu/etd/2981.
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The purpose of this study was to investigate the activities, funding, accountability, and evaluation of selected teaching and learning centers relative to the professional development of faculty in four-year public institutions of higher education. Using a qualitative research design, in-depth interviews were conducted with directors of four teaching and learning centers. In accordance with the concept of purposeful sampling, the centers chosen for study were located in Virginia, Tennessee, and North Carolina. The following research questions were investigated: (1) What is the primary mission or purpose of teaching and learning centers relative to faculty development? (2) What types of activities are offered for professional development of faculty? (3) How is the center funded? (4) How are the center activities evaluated? Conclusions reached in this study included: (a) a variety of opportunities for professional development must be given to meet individual faculty member's needs; (b) topics offered by these centers included teaching and presentation techniques as well as special interest and discipline related topics; (c) a variety of programs should be offered to faculty; (d) all four centers studied were funded by institutional funds; (e) center directors produced annual reports following no guidelines or specifications from their supervisors; (f) research and publication are still the primary avenues for promotion; and (g) center directors should continue to teach at least one course to keep abreast of the trials and tribulations of faculty. Based on the findings of this study, six recommendations are offered: (a) teaching and learning centers should be assessed by moth internal and external evaluators; (b) formative evaluation procedures as well as summative should be used in the evaluation of faculty; (c) evaluations should be shared cutside the organization; (d) centers should assist faculty only on a voluntary basis; (e) directors off teaching and centers should previously have been full-time findings faculty; and (f) the reward structures of universities need to be changed to include a stronger emphasis upon classroom teaching.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes January 27, 2014." University of Arizona Faculty Senate (Tucson, AZ), 2014. http://hdl.handle.net/10150/312203.
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Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.
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Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.
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Aalharbi, Anwar Has. "Ways of Understanding and Perceiving Learner-Centered Education in Technology- Based Classes Among Faculty Members in a College of Education." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554125737020589.
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Fulcher, Patricia Ann. "The role of attributional style in a call centre environment this thesis is submitted in partial fulfilment of the degree of Master of Business (Marketing Major), submitted to Faculty of Business, Auckland University of Technology, November 2003." Full thesis. Abstract, 2003.
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Dulin, Cassandra. "The pedagogical characteristics of advanced technology education-funded professional development for community college faculty." Scholarly Commons, 2014. https://scholarlycommons.pacific.edu/uop_etds/62.
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The STEM fields are in the process of expanding and requiring highly trained technicians to support this growth. Community colleges are places that offer technician training to students in preparation for high technology jobs. Unfortunately, community colleges are generally underfunded and poorly positioned to offer professional development for discipline-specific skills or pedagogy training. The National Science Foundation and Advanced Technological Education (ATE) have situated themselves to provide support for the STEM fields through their federally funded programs for technician teachers. A component of ATE grants is a focus on faculty development designed to help STEM teachers in community colleges. ATE helps community colleges fill in the gaps in professional development facing instructors in the STEM fields. The purpose of this study was to analyze the pedagogical characteristics of ATE-funded professional development for community college faculty and its intersections with campus-funded professional development. This study used a qualitative, multiple case-study design. Three interviews were conducted at three different ATE sites in California of the center leader, a professional development coordinator, and a participant. The major findings were 1. ATE provides educational and technical training to adults with common traits in backgrounds and goals. 2. The technical professional development at ATE centers is hands-on and interactive and has shown to provide positive learning outcomes to adult learners. 3. ATE centers address the needs of an evolving workforce by conducting research on new or current industry expectations. 4. Partnerships to industry are important to the curriculum and infrastructure of ATE professional development. 5. Evaluation is necessary for the growth of ATE professional development programs. 6. ATE helps build a collaborative community within a technical field by supporting relationships between professional development participants. 7. Each ATE center provides industry educators with resources they can access after a workshop. 8. One out of three ATE center professional development projects in this study intersects with campus-funded professional development. Understanding how these three ATE centers provide professional development can help inform the professional development practices at newly emerging or already established ATE centers across the nation. This study includes recommendations for future research and implications for practice.
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Richardson, Roslyn C. "Using Motivational Systems Theory to Explore Factors that Influence the Teaching Strategies of Undergraduate Social Work Faculty." Cleveland, Ohio : Case Western Reserve University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=case1238790333.
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Aofrate, Lisa H. "Perceptions of Community College Students and Faculty on Persistence in Developmental Reading." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2516.
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Attrition for entry-level, non-traditional college students taking developmental reading courses is a concern for higher education institutions. Students need to complete basic developmental reading courses in order to progress in their vocational or collegiate studies. This phenomenological study followed a social constructivist approach to attempt to understand what developmental reading students and faculty experience regarding persistence. The key research question examined the perceptions and understandings of college students and faculty involved in college entry level, non-traditional developmental reading classes regarding the factors impacting student persistence at a local community college. Using interviews, surveys, and participant journals, data were collected from 3 non-traditional, developmental reading students, who were over 24 years of age, and 3 of their instructors. Interview data were transcribed and all data were analyzed using open coding and thematic analysis. The themes discovered from both student and instructor perspectives were that student-centered instruction, experiential learning, and critical reflection were all methods for improving developmental reading student persistence. Implications for positive social change include providing research findings to the local site that might be used to improve student retention in developmental reading courses.
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Albadran, Norah Fahad Mrs. "Flipped Classroom Model Based Technology Acceptance and Adoption Among Faculty Members in Saudi Arabia Universities." University of Toledo / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1587078759013376.
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Moseley-Hobbs, Kerri. "Faculty Perspectives of Academic Preparedness of Nontraditional Students Who Earned Prior Learning Assessment Credits." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3809.
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Through prior learning assessment (PLA) programs, students' professional and life experiences are evaluated to determine if they equate to college program courses-removing the need for the student to complete traditional college courses to earn a postsecondary degree. The purpose of this study was to examine the perspectives of faculty at the study site on the academic preparedness of nontraditional students. Knowles' andragogy theory guided the research questions on the academic preparedness of students earning prior learning credits and what characteristics of PLA programs faculty believe contribute to the academic success of these students. Thirty-six participants completed a survey where they provided narratives that were coded to determine overarching themes. The findings of this case study suggested that faculty believed that nontraditional students who earned credits through PLA are independent, motivated, and knowledgeable, but whether or not they are academically prepared seemed to vary by academic program. The findings also suggested that, while PLA programs have limitations because of student perceptions that may conflict with reality and the limited usability of PLA across academic programs, PLA programs provide a time benefit to students by allowing a shorter time to degree. The study supports positive social change by providing a resource for future development and growth of PLA programs to expand student access and options in obtaining postsecondary credentials while also lowering postsecondary education cost.
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Marumo, Tshipinare Renard. "A survey of the information seeking behaviour of the dental faculty lecturers and students at the University of the Western Cape's Oral Health Centre Library, in Mitchell's Plain." Thesis, University of the Western Cape, 2000. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_8949_1213362632.
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Cirano, González Marco Andrés. "Facultad del Tribunal de Arbitraje CIADI para postergar su decisión en jurisdicción." Tesis, Universidad de Chile, 2019. http://repositorio.uchile.cl/handle/2250/170386.
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Memoria para optar al grado de licenciado en ciencias jurídicas y socialesEsta investigación jurisprudencial surge a raíz de ciertas interrogantes planteadas por el denominado “Caso Clarín” (Víctor Pey Casado y Fundación Salvador Allende c. República de Chile). Específicamente, el objeto investigado alude a la decisión de postergar tomada por su Tribunal. Se pretende indagar qué argumentos ha esgrimido la jurisprudencia internacional en arbitraje sobre inversión al momento de posponer la resolución de una objeción jurisdiccional. En concreto, comprobar si es cierto que adjudicar en jurisdicción corresponde al ejercicio de una facultad primeramente preliminar, exponer además qué circunstancias se han invocado para desviarse de dicha regla y excepcionalmente realizar el examen pertinente junto con el fondo de la controversia Desde luego, el lenguaje del Artículo 41(2) del Convenio CIADI parece expresar cierta neutralidad, cuando faculta al Tribunal para determinar si ha de resolver en jurisdicción como “cuestión previa o conjuntamente con el fondo”. Sin embargo, este informe procura demostrar que, según jurisprudencia contemporánea al “Caso Clarín”, por regla general el aspecto jurisdiccional debe ser resuelto preliminarmente. Dicha afirmación tiene como justificación principal la tensión que existe entre posponer y el principio de consensualidad. De acuerdo con este último, las partes en conflicto arbitral pueden ser compelidas a litigar solo en la medida de su consentimiento, y en términos prácticos postergar supone una imposición arbitraria del proceso sobre la parte demandada. Se ha concluido que el carácter ambivalente de algunas defensas preliminares impide resolver en jurisdicción como cuestión previa. Circunstancia que, a su vez, se manifiesta a partir de hechos o argumentos legales sobre hechos con una doble pertinencia normativa. Que de modo simultáneo pueden ser referidos tanto al aspecto jurisdiccional como al fondo controvertido, de forma tal que una decisión al respecto supone una exposición del proceso al riesgo de prejuzgar la controversia
31 mayo de 2020
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Kane, Ousmane. "Ways to Expand the Animal Welfare Component in the Extension System in Senegal: A Case Study of Thies and Bambey." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/76726.
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In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. This descriptive qualitative study connected qualitative data derived from participant interviews, qualitative document analysis, observations of an educational program planning professional development program for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The findings revealed 11 themes: characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system.Master of Science in Life Sciences
In Senegal, in recent years the rural sector has undergone major reforms which are partly due to macroeconomic policy reforms adopted by the Senegalese government. Therefore, all the actors of economic and social development have a common concern and share in promoting rural agriculture (Bernard et al., 2008). Changes observed in the agricultural and rural sector reflect the will of the actors to have a productive, competitive, and sustainable agriculture system in order to ensure food security (International Monetary Fund, 2011). The purpose of the study is to develop a set of recommendations to improve the educational program planning and teaching skills of educators in the extension system by focusing on extension educators' approaches to teaching farmers and cart owners animal welfare practices for proper care of working animals. The extension agents and teachers involved in the animal husbandry and animal extension system in Thies and Bambey served as participants in this study. The methodology used for this descriptive qualitative study were interviews, qualitative document analysis, observations of an educational and professional development program planning for state agents and university faculty members in Diourbel and Thies regions, as well as a final focus group to allow participants clarification of preliminary themes found in the data. The data collected from participants were connected to the different used qualitative methods to gather data. The 11 themes found in this study were the characteristics of the participants, job expectation and responsibilities, institutional and organizational factors, capacity building and professional development plans, diagnostics of the extension system, regulations and legislations, limited sources of information, limited knowledge and skills technologies, recommendations for utilizing student-centered teaching practices, standard welfare for animal husbandry, recommendation for acceptance and improvement standard animal welfare related to the four research questions which addressed the topics of challenging current teaching methods used in the extension system for other owners of animal species in the animal extension programs, the use of student-centered teaching practices in extension education and university instruction, and the level assistance given to farmers in order to ensure accepted standards of animal welfare working animal and other animal species in the animal husbandry system.
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Ervin, Beverly Jo. "Learner-centered Education: Bridging the Gap Between Ideal and Actual Practice." University of Dayton / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1354295092.
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Valová, Eva. "Město místo továrny - polyfunkční městský blok na Starém Brně." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215673.
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This thesis wants to save character and identity of local. So it offers comfortable and special living and brings new values for the local inhabitants. Integrate suitable functions to improve the quality of quater.
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Šrajerová, Hana. "Město místo továrny - polyfunkční městský blok na Starém Brně." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2010. http://www.nusl.cz/ntk/nusl-215669.
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The main design philosophy is gentle extension of the existing block with emphasis on keeping the character of Stare Brno untouched and enhance the area with missing functions, which would complement and rejuvenate both completed and projected house building development.
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Šagátová, Patrícia. "Kraví hora - rodinné stříbro VUT." Master's thesis, Vysoké učení technické v Brně. Fakulta stavební, 2019. http://www.nusl.cz/ntk/nusl-400107.
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The diploma thesis deals with design of the polyfunctional center and the whole complex for the Brno University of Technology, which would serve for its representation. The land is in Brno on Kraví hora and its location has huge potential. However, the area is not used by the university, so the existing buildings are in poor condition. Therefore, the aim of the proposal is to find a suitable use of the land that would meet the university's requirements together with the city's intentions.
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Canvat, Raphaël. "On Mad Geniuses & Dreams In the Age of Reason in French Récits Fantastiques." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1343124370.
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Couto, Cirleine Costa. "Percepção de professores sobre o autismo em alunos pré-escolares e a rede social institucional." Universidade Estadual do Oeste do Paraná, 2017. http://tede.unioeste.br/handle/tede/3247.
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The early diagnosis of Autism Spectrum Disorder – ASD – is a fundamental condition to obtain better results in therapeutic interventions. The synergic articulation between education and health professionals is an effective strategy for hosting suspected cases and immediate referral to specialized care services in the area. Given this scenario, this research aimed to know the perception of the teachers of Early Childhood Education on the TEA and the institutional support network built from the suspect cases. It was assumed that the teachers' understanding of autism could still be insufficient, and that the institutional social network linked to the Municipal Infant Education Centers – CMEIs – to support children with suspected ASD in Foz do Iguaçu was not well constituted. The development of research has taken place through the qualitative approach. The field of research consisted of 10 CMEIs of the northern region of the city, place of greater concentration of school units. One teacher from each CMEI was selected, totaling 10 participants. The inclusion criteria were teachers with more than 3 years of teaching experience and acting at levels above that of the nursery. The data collection was done through semi-structured interviews and the construction of the minimum map of the institutional social network, carried out with the teachers, between September and December 2016. For the treatment and analysis of the data, the analysis was used content, thematic modality. Institutional social network maps were interpreted in the light of the criteria described by Walter Ude, of the principle of integrality in care and the Psychosocial Attention Networks recommended by the Ministry of Health for individuals with ASD in Brazil. From the analysis of participants' speeches, we observed that teachers have knowledge about the main characteristics of ASD, despite the need to clarify the wide phenotypic variety of the disorder. The impact of the teacher's experiences with the TEA in the classroom was a recurring theme in the speeches. In the analysis of the minimum network maps, it was observed that the main support of the schools in hosting the suspected cases of ASD was the direction or coordination of the SMEs, families and professionals of the "Building Citizenship Program". It was considered that, despite the need for further clarification, teachers are currently able to identify students with suspicious signs of ASD in the classroom, and can be included in the Psychosocial Attention Network as autism tracing agents. It was also pointed out that the institutional social network supporting the school in Foz do Iguaçu is still precarious, and therefore needs to be reformulated and strengthened.
O diagnóstico precoce do Transtorno do Espectro do Autismo – TEA – é condição fundamental para que sejam obtidos melhores resultados nas intervenções terapêuticas. A articulação sinérgica entre profissionais da Educação e da Saúde se constitui em uma estratégia eficaz para acolhimento dos casos suspeitos e imediato encaminhamento para serviços de atenção especializados na área. Diante deste cenário, esta pesquisa objetivou conhecer a percepção dos professores da Educação Infantil sobre o TEA e a rede de apoio institucional construída a partir dos casos suspeitos. Partiu-se do pressuposto que a compreensão dos professores sobre o autismo ainda pudesse ser insuficiente, e que a rede social institucional vinculada aos Centros Municipais de Educação Infantil – CMEIs – para o suporte às crianças com suspeita de TEA em Foz do Iguaçu não estivesse bem constituída. O desenvolvimento da investigação se deu por meio da abordagem qualitativa. O campo de pesquisa constituiu-se de 10 CMEIs da região norte da cidade, local de maior concentração de unidades escolares. Foi selecionado 1 professor de cada CMEI, totalizando 10 participantes. Os critérios de inclusão foram professores com mais de 3 anos de experiência docente e com atuação em níveis acima ao do berçário. A coleta de dados se deu por meio de entrevistas semiestruturadas e a construção do mapa mínimo da rede social institucional, realizados com os professores, entre os meses de setembro e dezembro de 2016. Para o tratamento e análise dos dados, utilizou-se a análise de conteúdo, modalidade temática. Os mapas de rede social institucional foram interpretados à luz dos critérios descritos por Walter Ude, do princípio da integralidade no cuidado e das Redes de Atenção Psicossocial preconizadas pelo Ministério da Saúde para indivíduos com TEA, no Brasil. A partir da análise dos discursos dos participantes, observamos que os professores possuem conhecimento sobre as principais características do TEA, apesar da necessidade de esclarecimento sobre a ampla variedade fenotípica do transtorno. O impacto das experiências do professor com o TEA na sala de aula foi um tema recorrente nas falas. Na análise dos mapas mínimos de rede, observou-se que os principais apoios das escolas no acolhimento dos casos suspeitos de TEA foram a direção ou coordenação dos CMEIs, as famílias e os profissionais do “Programa Construindo a Cidadania”. Considerou-se que, apesar da necessidade de mais esclarecimentos, os professores atualmente têm condições de identificar alunos com sinais suspeitos de TEA em sala de aula, podendo ser inseridos na Rede de Atenção Psicossocial como agentes de rastreamento do autismo. Destacou-se, também, que a rede social institucional de suporte à escola em Foz do Iguaçu ainda é precária, necessitando, portanto, ser reformulada e potencializada.
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Ducret, Patricia. "Les professeurs de l'université de Paris au XIXème siècle et le droit romain." Thesis, La Rochelle, 2012. http://www.theses.fr/2012LAROD031.
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Notre recherche sur les professeurs de droit romain à l’Université de Paris au XIXe siècle tente de démontrer la constitution d’une école historique. La prosopographie met en lumière le milieu géographique et social des professeurs par le biais des contrats de mariage, des déclarations de successions et des inventaires après décès. Après avoir examiné la vie privée des romanistes, nous avons étudié leur parcours depuis leurs études doctorales jusqu’à l’obtention d’une chaire, en observant le mode d’accès au professorat. Nous avons aussi voulu mettre en exergue leur choix de carrière : la recherche, l’enseignement, la carrière administrative, la pratique juridique, la magistrature ou la politique. Enfin, nous voulions déterminer dans quelle mesure il existait une école historique chez les romanistes, malgré le carcan exégétique. Pour cela nous les avons dissociés des civilistes et avons recherché leurs spécificités puisqu’ils s’en différenciaient dans leurs conceptions et méthodes d’enseignement, comme en témoigne leur production scientifique. Nos sources nous ont conduite à puiser dans le vaste patrimoine que constituent leurs oeuvres pour déterminer les domaines du droit romain qu’ils privilégiaient. Les romanistes ont réussi à faire triompher une méthode évolutive, même sous l’emprise exégétique, pour constituer progressivement ce que nous appelons une « école historique romanisteOur research concerning the professors of Roman Law at the University of Paris in the XIXth century attempts to demonstrate the emergence of a historical school of thought. It’s prosoprography that brings to light the Professors’ geographical and social environment through marriage contracts,declarations of inheritance and inventories after death. After examining at the Romanists’ private life,we studied both their career paths from their PhD studies up to their professorships and the means of access to this Professorship.We also intended to highlight their career choices : research, teaching,administrative responsibilities, practice of law, judiciary or politics. Finally, we aimed to determine the extent to which a Romanist historical school of thought existed in spite of the exegetical straightjacket. To reach that goal, we separated them from the Civilists and looked at their own specificities as they differed in both the conception and the methods of teaching as shown by their scientific output. Our sources led us to draw on their works to determine which fields of Roman Law they would have favoured. The Romanists succeeded in ensuring the triumph of an evolutionary approach, despite being under an exegetical constraint, which gradually built up to what we can definitively call a “Romanist historical school of thought
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SARTORI, PAOLO. "La Bibbia e la Certosa. Letture dal De Tralatione Bibliae di Petrus Sutor (1525) sullo sfondo del contrasto tra Erasmo e i teologi di Parigi e Lovanio." Doctoral thesis, Università Cattolica del Sacro Cuore, 2007. http://hdl.handle.net/10280/173.
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Prima parte: L'analisi del rapporto tra spiritualità certosina e devotio moderna consente di individuare il contesto in cui maturò ed ebbe fortuna il De tralatione Bibliae di Petrus Sutor, monaco certosino. La spiritualità certosina ebbe forte influsso sulla Congregazione di Montaigu, espressione estrema della devotio moderna, nella quale lo stesso Sutor fu massima autorità spirituale in qualità di priore della Certosa di Parigi. Alla Congregazione di Montaigu appartennero i principali oppositori di Erasmo nel campo della filologia biblica nell'area di Parigi e Lovanio. In essa ebbe fortuna l'opera di Sutor, anche se il mondo di Montaigu mostra due facce. Il mondo parigino di Montaigu risulta infatti più conservatore di quello lovaniense, che nelle figure di Iacobus Latomus e Frans Titelmans mostra una certa apertura all'umanesimo. Seconda parte e appendice: i contenuti del De tralatione Bibliae mostrano i rapporti di Sutor con altri oppositori erasmiani, Stunica in particolare. Emergono le fonti che stanno alla base delle informazioni storiche fornite da Sutor, tra cui emerge Petrus Comestor, e la risonanza del De tralatione Bibliae negli ambienti culturali inglesi, in particolare in John Fisher.First Part: In order to supply with due context Sutor's De tralatione Bibliae, it is necessary to rediscover the interplay between Carthusian spirituality and devotio moderna. The carthusian influence was particulary strong in the Congregation of Montaigu, which formed an extreme wing of devotio moderna. Sutor himself played a very important role in the Congregation of Montaigu having been his major authority for three years as Prior of the Parisian Charterhouse. The main critics of Erasmus in the field of biblical philology, who were active in Paris and Louvain theological units belonged to the Montaigu Congregation. There were differences between the Paris and Louvain Montaigu cultural and spiritual habits. Louvain shows a particular trend to moderation and acceptance of some fundamental humanistic issues, that we can trace in Iacobus Latomus and Francis Titelmans. Second Part and Appendix: The contents of Sutor's De tralatione Bibliae display the relationship between Sutor and other critics of Erasmus, in particular Stunica. Through the text we rediscover the different sources Sutor uses in order to supply the reader with historical information, especially Petrus Comestor, and we can identify some echoes of Sutor's works in John Fisher and the English cultural circles.
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De, Waal Hester Jacoba. "Youths’ predispositions to learning : case studies within a place of safety (Western Cape, South Africa)." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5409.
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Thesis (MPhil (Centre for Higher Education))--University of Stellenbosch, 2010.Bibliography
ENGLISH ABSTRACT: Learning in young adulthood, especially in communities where there may be substantial barriers to learning and exclusion from formal education, needs further investigation. This study provides an in-depth investigation of six youths’ predispositions to learning while awaiting trial in a place of safety. This study focused on an in-depth investigation of youths’ predispositions to learning in the particular context of the place of safety (Western Cape, South Africa). I have been working with awaiting trial male youths for over four years as principal at the place of safety. The place of safety is a residential facility for boys and youths between the ages of 10 and 16 years who broke the law and who were at risk. The court placed these youths at the place of safety for the duration of their pending court cases, which may take up to two years in extreme cases like rape and murder. They typically come from communities where they had been exposes to violence, substance abuse and crime, both at home and at school. All of the youths at the place of safety broke the law and were awaiting trial; and they had all dropped out of school or had never attended school. The six respondents used in my study either were abusing drugs themselves or witnessed drug abuse. During their stay al the place of safety, the learners undergo various therapeutic programmes. They also attend school, where the curriculum is adapted to the individual needs of the learners. While working with these youths at the school, I became deeply concerned about the limited prospects they seemed to have. I was curious why most of them demonstrated little or no ambition or eagerness to learn, given that they all had literacy levels below the average for their age group and that most of them had dropped out of school or had never attended school. Popular media reports as well as official documents indicate that youths in South Africa – and the Western Cape in particular – are exposed to drug abuse, violence and crime, which may influence the escalating number of school dropouts. An understanding of the predispositions to learning among awaiting trial youths may contribute to a better understanding of the sense of disempowerment within these communities. This research project focused on qualitative case studies where I tried to discover and understand youths’ predispositions to learning. I followed an interpretive approach to provide insights into the life stories of the six respondents between the ages of 14 and 16 years and how they interpret and make meaning of their personal realities. This marginalised group of people had the opportunity to narrate their individual life stories with relation to their experienced learning processes. I conducted this study, collected, and interpreted data over a period of approximately two-and-a-half v years. I collected data from their official files and by conducting in-depth individual interviews. I video-recorded the six personal interviews and used the footage to assist me in the process of data analysis. The thesis presents the life stories of the six respondents as a foundation for a discussion on how we as educators define and practice adult education in the context of marginalised youth.
AFRIKAANSE OPSOMMING: Die leerprosesse van jeugdiges in gemeenskappe waar akute leerstoornisse en gebreke ten opsigte van formele onderrig heers, behoort nagevors en ondersoek te word. Hierdie studie het gepoog om ondersoek in te stel na die ontvanklikheid of predisposisie van ses jeugdiges teenoor leer terwyl hulle verhoorafwagtend is en in plek van veiligheid aangehou word. Die studie het op grondige ondersoek na die ontvanklikheid of predisposisies vir leer by jeugdiges teen die agtergrond van die plek van veiligheid (Wes-Kaap, Suid-Afrika) gefokus. Ek werk reeds langer as vier jaar by die plek van veiligheid as skoolhoof. Seuns en jeugdiges van 10 tot 16 jaar oud wat die wet oortree het en sorg nodig het, gaan daar tuis nadat die hof hulle daar geplaas het vir die duur van hulle hofsake. In sommige ernstige sake, soos moord en verkragting, kan dit selfs twee jaar neem vir die sake om afgehandel te word. Hulle kom gewoonlik van gemeenskappe waar hulle tuis en by die skool blootgestel was aan geweld, dwelmmisbruik en misdaad. Die ses respondente in my studie het self dwelms misbruik of was blootgestel aan dwelmmisbruik. Alle leerders by die plek van veiligheid het die wet oortree en is verhoorafwagtend. Hulle het die skool op voortydige ouderdom verlaat of het nooit voorheen skoolgegaan nie. Terwyl hulle by die plek van veiligheid bly, ondergaan hulle verskillende terapeutiese programme. Hulle woon ook skool by. Die leerplan is aangepas na aanleiding van die individuele behoeftes van die leerders. Terwyl ek met hierdie seuns en jeugdiges by die skool gewerk het, het ek besorg geraak oor die beperkte verwagtinge wat hulle klaarblyklik gehad het. Ek het gewonder waarom die meeste van hulle min of geen ambisie toon en klaarblyklik min of geen gretigheid het om te leer nie, veral as in ag geneem word dat hulle vlakke van geletterdheid benede die gemiddelde vlakke van hul ouderdomgroepe is en dat die meeste van hulle die skool voortydig verlaat het of selfs nooit skool bygewoon het nie. Algemene beriggewing en amptelike dokumente dui aan dat jeugdiges in Suid- Afrika – en veral in die Wes-Kaap – toenemend aan dwelmmisbruik, geweld en misdaad blootgestel word. Dit kan invloed hê op die groeiende aantal skoolverlaters. Beter begrip van verhoorafwagtende jeugdiges se ontvanklikheid of predisposisies vir leer kan lei tot beter begrip van die graad van ontmagtiging wat in hierdie gemeenskappe ervaar word. Hierdie navorsingstudie het op kwalitatiewe gevallestudies gefokus waartydens ek gepoog het om jeugdiges se ontvanklikheid of predisposisies vir leer te ondersoek en te verstaan. Vertolkende of interpretatiewe benadering is gevolg om insigte te bekom ten opsigte van die lewensverhale van vii die ses respondente en die wyse waarop hulle hul persoonlike werklikhede interpreteer en verstaan. Hierdie gemarginaliseerde groep mense het die geleentheid gekry om hul persoonlike lewensverhale met betrekking tot hul beleefde leerervaringe te verbaliseer. Ek het hierdie studie oor tydperk van ongeveer twee-en-‘n-halwe jaar uitgevoer, met in agneming van dataversameling en –verwerking. Ek het data versamel deur middel van inligting in amptelike dokumente, asook deur die voer van persoonlike onderhoude. Die indringende onderhoude wat ek met ses respondente gevoer het, is op video vasgelê. Ek het hierdie data gebruik in die proses van dataverwerking. Die tesis bied blik op die lewensverhale van die ses respondente. Dit kan dien as grondslag vir diskoers oor hoe die beoefening van volwasse onderrig en leer teen die agtergrond van gemarginaliseerde jeugdiges gedefinieer en toegepas word.
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Lüders, Wolfgang [Verfasser], Wolfgang [Gutachter] Friedt, Frank [Gutachter] Ordon, and Rod [Gutachter] Snowdon. "Analyses of virulence of European isolates of clubroot (Plasmodiophora brassicae Wor.) and mapping of resistance genes in rapeseed (Brassica napus L.) / Wolfgang Lüders ; Gutachter: Wolfgang Friedt, Frank Ordon, Rod Snowdon ; Faculty of Agricultural Sciences, Nutritional Sciences, and Environmental Management, Justus Liebig University Giessen; Institute for Resistance Research and Stress Tolerance, Julius Kühn-Institut, Federal Research Centre for Cultivated Plants, Quedlinburg." Quedlinburg : Julius Kühn-Institut, 2017. http://d-nb.info/1142535169/34.
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Shu-Chen, Chen, and 陳淑貞. "A study of the perception and satisfaction of the faculty development center of physicians in medical centers in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/qcr2u6.
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碩士輔仁大學
管理學研究所
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Although traditional medical education emphasizes more on the professional knowledge in the medical field, but doctors of Medical Center have a double identity of physician and teacher. Since 2002, advancing teachers’ educational philosophy and teaching skills, and emphasizing the teaching ability of physicians which will affect the learning of medical students were mentioned in “Medical Education White Paper” noted by Kun-yan Huang, he also recommended that medical schools must set up Center for Faculty Development (CFD). So the medical colleges have established Center for Faculty Development (CFD) or similar institutions. Due to the close relationship between the medical centers and colleges, there was a new chapter named “clinical faculty development” first time in the baseline of the Hospital accreditation system made by “Taiwan Joint Commission on Hospital Accreditation and Quality Improvement” in 2006. Since then, medical centers gradually established CFD and emphasized on training of physicians as teachers. The purpose of this study was to investigate the perception and satisfaction of the Faculty Development Center of physicians in medical centers. This cross-sectional study targets the physicians of the 19 medical centers in Taiwan announced by Department of Health. The measurement was structural questionnaire and the method was cluster sampling. We sent one questionnaire to each medical division and totally 570 questionnaires. 119 valid questionnaires were return and the response rate was 20.87%. In this study, the independent variables included characteristics of the personal background and related experience of medical center physician and personal perception for the CFD. The dependent variable was their satisfaction level with CFD. The correlation among characteristics of the personal background, related experience, perception and satisfaction level with the CFD was discussed. The results of this study are as follows. The average score for medical center physicians’ perception toward CFD is between 3 (neutral) to 4 (agree), and the satisfaction level is 3 (neutral). The higher the characteristics of the personal background, age, years of medical work with the aging or seniority, the higher perception and satisfaction level. Physician part-time hospital administrative staff and the Medical College faculty had higher perception and satisfaction level. Who participated in activities organized by CFD also had higher perception and satisfaction. With the times of participation increased, the perception and the level of satisfaction were higher. Only “personal title”, it showed that the department director had higher perception than Visiting staff, fellow and resident, but there was no significant difference in satisfaction. On the other factor, including Gender, marital status, diploma, on-the-job training, and the specialty, the research showed no significant difference. We found the positive correlation between perception and satisfaction of the CFD. As a result, the physicians have higher perception, the satisfaction will be good. Based on the findings, the following recommendations were made. Recommendations to the hospital manager： 1. The CFD should strengthen the propaganda of the function, the physicians’ capacity of research and the proportion of the residents participated in the course. The investigation of the physicians’ degree of demand and satisfaction should be done in the regular period. The effect of the CFD was also should be evaluated. 2. Recommendation to the researcher in the future： The research of the hospital style, quality research and individual study of the residents and attending physicians were recommended.
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Borkowska, Eliza. "Architecture faculty with students'creativity center in former textile factory in Covilhã: architectural project of rehabilitation." Master's thesis, 2010. http://hdl.handle.net/10400.6/2259.
Full textAbstract:
Universidade da Beira Interior & Gdańsk University of Technology –
Integrated Master Degree in Architecture – Dissertation project to obtain Master
Degree in ArchitectureI bring out in this dissertation project a few significant issues like history of the city Covilha, located in the middle Portugal, which developed with textile industry, experienced high times thanks to it and suffered economical and social fall in the Industrial Revolution Times. Despite problematic times, the city managed to raise again from the crisis by finding new concept for city function, which nowadays is the symbol of the city – Universidade da Beira Interior. The subject is very interesting because of the fact that Covilha build itself again putting the University Faculties into former factory buildings showing that way its pride of the factor which ruined the city and respecting the left heritage. I would like to follow this experience by adapting former factory into Students’ Creativity Center with Architecture to show that the post-industrial heritage has a lot of potential and it’s highly re-designable for any function we can imagine.
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Wilson, Locordkenic Retroze Douglas. "An investigation of the differences between a flexibly scheduled media center and a traditionally scheduled elementary school media center and the effects on administration, faculty, and students." 1997. http://books.google.com/books?id=yajgAAAAMAAJ.
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